Did you know that the very first part of Massachusetts’ new IEP form makes your voice critical in the IEP process? I’m so excited to dive into the IEP with you today and help you use it as a tool to more effectively advocate for your child!

While parents’ concerns and students’ visions have been included in the IEP for a long time now, Massachusetts released an updated IEP form in 2023 to place additional focus on these critical sections. Most school districts implemented the new form during this school year.

I absolutely love the new IEP form. It’s clearer and easier to understand than the previous iteration, but most importantly, it asks the Team to carefully consider how they will meet the student’s needs in each section of the document. Over time, we’ll cover every section on the new form, but today, we get to focus on how you can use your concerns to drive the IEP.

What is the purpose of the Student and Parent Concerns Section?

This section of the IEP is designed to give parents and/or guardians the opportunity to bring up any concerns they have about their child’s progress in and out of school. You can discuss anything that you would like the Team to be aware of, including each of the following:

• Your child’s growth over the last year
• Academic skills
• Life skills (from getting dressed to getting their driver’s license)
• Social skills
• Mobility/coordination 
• School personnel and programmatic concerns
• Changes in family dynamics
• Transition skills (jobs, postsecondary education, etc.)
• Placement
• Supports (what works, what doesn’t, what’s needed)

While this section isn’t legally binding, it is critical to open up the conversation with the district. Even if your child’s challenges aren’t school-related, the Team may be able to offer insight or resources to support you. 

For example, if you have a young child who is struggling to regulate their emotions at home but does not show the same challenges at school, their teacher could share the de-escalation strategies she uses to help avoid meltdowns in her classroom. The adjustment counselor could recommend a great play therapist. The occupational therapist could provide you with exercises you could try at home. Then you leave the meeting with a toolbox of strategies, and the Team knows to keep an eye out for your child’s emotional regulation in school.

While it’s hard to focus on your child’s challenges, it helps access support and resources. It also gives the school-based Team members insight into your perspective and cements your position as an equal Team member in your child’s education. 

Planning Your Parent Concerns

I always advise my clients to go into the IEP meeting with at least a bulleted list of talking points. Meeting with the Team can feel intimidating and overwhelming, and brainstorming in advance is helpful. 

You may choose to send in a written statement before the meeting. This can be helpful for the Team because school staff members can develop their goals and plan with consideration of your concerns. 

If you send your statement ahead of the meeting and new concerns arise, you can always email the liaison with updates. This section of the IEP is expected to be fluid, as meetings often bring up unexpected conversations.

Talk to your child ahead of the meeting as well. Their concerns should be included in the document as well, and their voice is important. I recommend asking questions to get the conversation going, including: 

• What do you like about school?
• What do you dislike about school?
• What do you feel good about in school?
• What are you proud of?
• Do you have a hard time focusing in any of your classes? Why?
• What do you think you could do better in school?
• What do you want to learn more about?
• Which teacher is your favorite? Why?
• Are there any teachers you don’t like? Why?
• Who do you sit with at lunch? Who do you sit with on the bus?
• Who do you play with at recess? What do you play?
• Do you have friends in your classes?
• Who are your closest friends in school?
• Are there any kids you don’t get along with? Why?

You can summarize their ideas ahead of the meeting as well. Their special education teacher should interview them, but they may share different information with you. Their perspective can also influence your concerns, as they may share something that you feel needs addressing.

Dos and Don’ts for Writing Your Concerns

Do start by celebrating your child’s progress. The IEP is about your child’s growth just as much as it focuses on their needs. Share the progress they’ve made over the last year. The school may not know about your child’s life outside of school, like growing friendships or emerging life skills. These are worth sharing!

Do be specific about your concerns. If your child is struggling in any area, provide a clear picture of what that looks like. Include the supports you, the school, and any outside providers have attempted so that everyone knows what hasn’t worked already. 

Don’t be reactive. It is incredibly challenging to maintain composure when you feel your child is being failed by their school. But listing complaints, and especially listing complaints highlighting specific individuals, will degrade the relationship between you and the school. You can and should be assertive as you advocate for your child, but be careful not to cross the line into combativeness. As frustrated as you feel, remember that your child (and possibly their siblings) will be in this setting. It’s important to try to preserve a positive, or at least cordial, connection with the Team. 

In these situations, it’s best to bring an outsider to the meeting to help you. As an advocate, I view maintaining a working relationship with the school-based Team as critical to the IEP process. The goal is to get your child access to the services and support they need to make progress. If that involves staying with this Team, then a collaborative approach is key. My job, and the job of any advocate in this situation, is to help you advocate for your child based on objective data, facts, and best practices. As much as we empathize with what you and your child have experienced, advocates are obligated to stay calm and focused on the outcome.

What questions do you still have about parent concerns? Comment below! And if you want to learn more about the IEP process, check out my guide to starting the IEP process.